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The effectiveness of a transitional ...

Sam Houston State University.

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The effectiveness of a transitional bilingual education program in a large Texas school district: A descriptive study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effectiveness of a transitional bilingual education program in a large Texas school district: A descriptive study./
作者:	Manuel, Julie A.
面頁冊數:	154 p.
附註:	Adviser: Rebecca Robles-Pina.
Contained By:	Dissertation Abstracts International69-09A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3329514
ISBN:	9780549828297

The effectiveness of a transitional bilingual education program in a large Texas school district: A descriptive study.
Manuel, Julie A.

The effectiveness of a transitional bilingual education program in a large Texas school district: A descriptive study. - 154 p.

Adviser: Rebecca Robles-Pina.

Thesis (Ed.D.)--Sam Houston State University, 2008.

The purpose of my study was to investigate and compare reading and writing scores from 2003 to 2007 on English criterion-referenced tests between two groups of Hispanic English language learner (ELL) students---those who had been enrolled in an early-exit transitional bilingual education (TBE) program and those who had been enrolled in an English as a Second Language (ESL) program (English immersion). Specifically, I determined (a) if there was a statistically significant difference in the reading scores of non-English speaking Hispanic students who had been enrolled in a prekindergarten TBE program and non-English speaking Hispanic students who had been enrolled in a prekindergarten ESL program on five time points; (b) if there was a statistically significant difference in the writing scores of non-English speaking Hispanic students who had been enrolled in a prekindergarten TBE program and non-English speaking Hispanic students who had been enrolled in a prekindergarten ESL program on two time points; and (c) if there was a statistically significant relationship between non-English speaking Hispanic students who had been enrolled in prekindergarten TBE and ESL programs and passing or failing the reading and writing Texas Assessment of Knowledge and Skills (TAKS) tests. The difference was measured by statistical analyses of data collected from the 2003--2007 TAKS English reading and writing test scores for Hispanic ELL participants in the study.

ISBN: 9780549828297Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The effectiveness of a transitional bilingual education program in a large Texas school district: A descriptive study.
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245 1 4 $a The effectiveness of a transitional bilingual education program in a large Texas school district: A descriptive study.
300 $a 154 p.
500 $a Adviser: Rebecca Robles-Pina.
500 $a Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3423.
502 $a Thesis (Ed.D.)--Sam Houston State University, 2008.
520 $a The purpose of my study was to investigate and compare reading and writing scores from 2003 to 2007 on English criterion-referenced tests between two groups of Hispanic English language learner (ELL) students---those who had been enrolled in an early-exit transitional bilingual education (TBE) program and those who had been enrolled in an English as a Second Language (ESL) program (English immersion). Specifically, I determined (a) if there was a statistically significant difference in the reading scores of non-English speaking Hispanic students who had been enrolled in a prekindergarten TBE program and non-English speaking Hispanic students who had been enrolled in a prekindergarten ESL program on five time points; (b) if there was a statistically significant difference in the writing scores of non-English speaking Hispanic students who had been enrolled in a prekindergarten TBE program and non-English speaking Hispanic students who had been enrolled in a prekindergarten ESL program on two time points; and (c) if there was a statistically significant relationship between non-English speaking Hispanic students who had been enrolled in prekindergarten TBE and ESL programs and passing or failing the reading and writing Texas Assessment of Knowledge and Skills (TAKS) tests. The difference was measured by statistical analyses of data collected from the 2003--2007 TAKS English reading and writing test scores for Hispanic ELL participants in the study.
520 $a Methods. A sample of 213 fourth grade Hispanic students was purposively selected for my study. Initially, these students were enrolled as non-English speaking prekindergarten students in a large urban school district in southeast Texas during the 1998--1999 school year and were initially placed in either a TBE or ESL (English immersion) program. Participants remained enrolled in the school district and data were collected from the 2003--2007 TAKS English reading tests as well as the 2003 and 2006 TAKS English writing tests.
520 $a Findings. A mixed-design repeated-measures ANOVA statistical analysis indicated: (a) significant mean score differences between students in TBE and ESL programs on TAKS English writing tests with students in ESL scoring higher and (b) no significant mean score differences between students in TBE and ESL programs on TAKS English reading tests. A Chi-Square test indicated: (a) a significant difference between students in TBE and ESL programs and passing or failing TAKS English writing tests for 4th grade, (b) no significant difference between students in TBE and ESL programs and passing or failing TAKS English writing tests for 7th grade, and (c) no significant difference between students in TBE and ESL programs and passing or failing TAKS English reading tests.
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